Malewski, E. & Phillion, J. (submitted). Cross-cultural international experiences in Honduras: Findings from a five-year interpretive phenomenological study. Teacher College Record.

Phillion, J., Malewski, E., Wang, Y. & Sharma, S. (under review). Intercultural sensitivity, critical thinking and social justice: Are we enriching preservice teachers’ understanding through study abroad? Teacher Educators.

Malewski, E. & Phillion, J. (in press). Curriculum and experience: The raced, classed, and gendered nature of encounters abroad. Journal of Curriculum Theorizing. 

Wang, Y. & Phillion, J. (in press). Whose knowledge is valued? A critical study of knowledge in elementary school textbooks in China. Intercultural Education, 21(3).

Wang, Y. & Phillion, J. (in press). Multiculturalism in China: Minority language policy and practice. The International Journal of Multicultural Education.

Phillion, J., Malewski, E., Sharma, S., & Wang, Y. (in press). Reimagining the curriculum in study abroad: Globalizing multiculturalism to prepare future teachers. Frontiers: The Interdisciplinary Journal of Study Abroad.

Malewski, E. & Phillion, J. (2009). International field experiences: The impact of class, gender and race on the perceptions and experiences of preservice teachers. Teaching and Teacher Education (25), 52-60.

Phillion, J. (2008). Multicultural and cross-cultural narrative inquiry into understanding immigrant students’ educational experience in Hong Kong. Compare: A Journal of Comparative Education, 38 (3),281-293. (The official journal of the British Association for International and Comparative Education.)

Phillion, J. & He, M. F. (2008). Multicultural and cross-cultural narrative inquiry in educational research. Thresholds in Education, 34(1).

Wang, Y. & Phillion, J. (2007). Chinese American students fight for their rights. The Journal of Educational Foundations (winter spring), 91-106.

Xu, S.J., Connelly, F. M., He, M. F. & Phillion, J. (2007). Immigrant students’ experience of schooling: A narrative inquiry theoretical framework. Journal of Curriculum Studies, 39 (4), 399-422.

Phillion, J., Malewski, E., & Richardson, J. (2006). Personalizing technology to interrupt teachers’  resistance to multicultural education. Electronic Magazine of Multicultural Education http://www.eastern.edu/publications/emme/current.html

Malewski, E., Phillion, J. & Lehman, J. (2005) A Freirian framework for technology based field experiences.  Contemporary Issues on Technology and Teacher Education: Special Issue on Intercultural Education and Educational Technology. (http://www.citejournal.org/), 4 (4).

Phillion, J., Miller, P. C. & Lehman, J. (2005) Providing field experiences with diverse populations for pre-service teachers: Using technology to bridge distances and cultures. Multicultural Perspectives, 7 (3), 3-9. (The official journal of the National Association for Multicultural Education.)

Phillion, J. & Connelly, F. M. (2004). Narrative, diversity, and teacher education. Teaching and Teacher Education, 20 (5), 457-471.

Phillion, J. & He, M. F. (2004) Using life based literary narratives in multicultural teacher education. Multicultural Perspectives, 6 (3), 3-9. (The official journal of the National Association for Multicultural Education.)

Phillion, J., Johnson, T. & Lehman, J. (2003/04) Using distance education technologies to enhance teacher education through linkages with K-12 schools. Journal of Computing in Teacher Education, 20 (2), 63-70.

Phillion, J. (2003). Obstacles to accessing the teaching profession for immigrant women. Multicultural Education, 11 (1), 41-45. [used as a reference on Canadian government web site 2004-2005]

Phillion, J. (2003). Can technology offer a means of mentoring pre-service teachers about diversity? Mentoring and Tutoring: Partnerships in Learning, 11 (1), 43-52.

Connelly, F. M., Phillion, J. & He, M. F. (2003). An exploration of narrative inquiry in multiculturalism in education: Reflecting on two decades of research in an inner-city Canadian community school. Curriculum Inquiry, 33(4), 363-384.

Phillion, J. (2002). Becoming a narrative inquirer in a multicultural landscape. Journal of Curriculum Studies, 34 (5), 535-556.

 Phillion, J. (2002). Narrative multiculturalism. Special issue on narrative multiculturalism. Journal of Curriculum Studies, 34 (3), 265-279.

Phillion, J. (2002). Classroom stories of multicultural teaching and learning. Special issue on narrative multiculturalism. Journal of Curriculum Studies, 34 (3), 281-300.

Phillion, J. (2001). Landscapes of diversity: The autobiographical origins of narrative inquiry. Journal of Critical Inquiry into Curriculum and Instruction, 3 (2), 6-13.

Phillion, J., & He, M. F. (2001). Narrative inquiry in educational research. Journal of Critical Inquiry into Curriculum and Instruction, 3 (2), 14-20.

Phillion, J., & He, M. F. (2001). Why do educational research? Creating dream spaces for social justice. (Rejoinder to Soto, L. D. & Malewski, E. A light shines in Steel Town: Response to He, Phillion, & Roberge review of Language, culture and power: Bilingual families and the struggle for quality education, Soto, L. D.). Curriculum Inquiry, 31 (1), 59-63.

He, M. F. & Phillion, J. (2001). Trapped in-between: A narrative exploration of race, gender and class.  Race, Gender, Class in Education, 7 (4), 47-56.

Phillion, J. (1999). Narrative and formalistic approaches to the study of multiculturalism. Curriculum Inquiry, 29 (1), 129-141.

He, M. F., Phillion, J. & Roberge, B.  (1999). A narrative understanding of bilingualism. An essay review of Language, culture, and power: Bilingual families and the struggle for quality education, Lourdes Diaz Soto (1997). Curriculum Inquiry, 29 (4), 447-457.

Phillion, J., & He, M. F. (1999). From stargazing to connecting: Graduate students venturing on to the AERA landscape. Educational Researcher, 28 (1), 46-47.

Roberge, B., & Phillion, J. (1997). A narrative exploration of language learning experiences through a letter exchange.  Canadian Modern Language Review, 54 (1), 110-119.

F. M. Connelly, M. F. He, & J. Phillion (Eds.), (2008). Handbook of curriculum and instruction. Thousand Oaks, CA: Sage.

Refereed Book Series

M.F He, & J. Phillion, (Series Eds.). (Vol. 1) (in press) Research for social justice: Personal, passionate, participatory inquiries. The teaching and research for social justice series. Greenwich, CT: Information Age.

Refereed Books

Phillion, J. (2006). ( hardcover with Ablex in 2002,  reissued as paperback ) Narrative inquiry in a multicultural landscape: Multicultural teaching and learning.  (Greenwich, CT: Information Age.)

Essay Review: Eng, B. (2006). Narratives of cultural crossings: Discoveries and possibilities. Curriculum Inquiry, 36 (3), 327-341. (Review also done in Multicultural Perspectives.)

J. Phillion, M.F. He, & F. M. Connelly, (Eds.) (2005). Narrative and experience in multicultural education.  Thousand Oaks, CA: Sage.

Essay Review: Djebrane, M., Burciaga, L. C., Duarte, L. & Runkles, G. (2007). Awareness about different cultural groups: A review of narrative and experience in multicultural education. Multicultural Education, 14 (4), 62 & 63.

Refereed Handbook (Associate Editor) 

F. M. Connelly, M. F. He, & J. Phillion (Eds.), (2008). Handbook of curriculum and instruction. Thousand Oaks, CA: Sage.

Essay Review: Uhrmacher P. B. & Moroye, C. M. (in press) A review of  the Handbook of curriculum and instruction. Journal of Curriculum Studies.

He, M. F., Phillion, J., Chan, E. & Xu, S. J. (2008). Immigrant students’ experience of curriculum (219-239). In F. M. Connelly, M. F. He, & J. Phillion (Eds.), Handbook of curriculum and instruction. Thousand Oaks, CA: Sage.

Connelly, F. M., He, M. F., Phillion, J., & Schlein, C. (2008). Introduction: Planning the handbook: Practice, context and theory. (ix-xv). In F. M. Connelly, M. F. He, & J. Phillion (Eds.), Handbook of curriculum and instruction. Thousand Oaks, CA: Sage.

Phillion, J. & He, M. F. (2007). Narrative inquiry in English language teaching (1003-1017). In J. Cummins & C. Davison (Eds.). The international handbook of English language teaching. (Vol. 2, Chapter 61). New York: Springer.

Phillion, J. (in press). Multicultural curriculum theory. In C. Kridel (Ed.), Encyclopedia of curriculum studies. Thousand Oaks, CA: Sage.

Phillion, J. (in press). Why is the notion of hospitality so radical? Hospitality in research, teaching and life. Response to Quinn, M. No Room in the Inn?  The Question of Hospitality in the Post (Partum)-Labors of Curriculum Studies in E. Malewski (Ed.). Curriculum studies—the next moment: Exploring post-reconceptualization. New York: Routledge.

Phillion, J., Wang, Y. & Lee, J. (in press). Minority students in Asia: Government policies, school practices and teacher responses. In G. Wiggan and D. K. Hutchison (Eds.), Global issues in education: Pedagogy, policy, school practices and the minority experience. University Press of America.

Phillion, J., Malewski, E., Rodriguez, E., Shirley, V., Kulago, H., & Bulington, J. (2008). Promise and perils of study abroad: White privilege revival (365-382). In T. Huber (Ed.), Teaching and learning diversity: International perspectives on social justice and human rights. Greenwich, CT: Information Age.

He, M. F., Chan, E., & Phillion, J. (2008). Language, culture, identity, and power: Asian American and Asian Canadian students’ experience of schooling (119-143). In T. Huber (Ed.), Teaching and learning diversity: International perspectives on social justice and human rights. Greenwich, CT: Information Age.

Phillion, J. (2008). Study abroad in teacher education: Preparing preservice teachers to work with diverse students in a globally interdependent world (132-145). In R. Milner, (Ed.), Possibilities of diversity: A guide for practitioners. Springfield, IL: Charles C. Thomas Publishers.

Phillion, J. (2005). Narrative in teacher education. In P.C. Miller (Ed.), Teaching experiences:  Narratives from the classroom (1-11). Thousand Oaks, CA: Sage.

Phillion, J., He, M. F. & Connelly, F. M. (2005). The potential of narrative and experiential approaches in multicultural inquiries. In J. Phillion, M. F. He & M. Connelly (Eds.), Narrative and experience in multicultural education (1-14).  Thousand Oaks, CA: Sage.

Connelly, F. M., Phillion, J. & He, M. F. (2005). Narrative inquiry into multicultural life in an inner city community school. In J. Phillion, M. F. He & M. Connelly (Eds.), Narrative and experience in multicultural education (249-269). Thousand Oaks, CA: Sage.

Lehman, J. D., Richardson, J., Malewski, E. & Phillion, J.  (2005). Technology connections in teacher education: Lessons from faculty development, electronic portfolios, and distant field experiences (129-141). In S. Rhine (Ed.), Integrated technologies, innovative learning: Insights from the Preparing Tomorrow’s Teachers to use Technology Program (PT3). Eugene, OR: International Society for Technology in Education.

He, M. F., Phillion, J., & Beach, N. (1999). An ESL instructor’s story in a shifting landscape. In F. M. Connelly & D. J. Clandinin (Eds.), Shaping a professional identity (73-79). New York: Teachers College Press.

Quan, S., Phillion, J., & He, M. F. (1999). Nancy’s conflicting stories of teaching in her professional knowledge landscape. In F. M. Connelly & D. J. Clandinin (Eds.), Shaping a professional identity (32-41). New York: Teachers College Press.

Phillion, J. (1995). Asian students' education in Canada. In K. A. McLeod (Ed.), Multicultural Education: The State of the Art National Study  (116-128). Winnipeg, Manitoba: Canadian Association of Second Language Teachers.

Phillion, J. (1999). Review of Hosting newcomers: Structuring educational opportunities for immigrant children, R. A. Dentler & A. L. Hafner, Teachers College Record 100, (4), 898-899.

Phillion, J. (1997). Review of Yobiko life: A study of the legitimization process of social stratification in Japan, Tskuda Mamoru.  Canadian Asian Studies Association Journal, 8.

Lehman, J. & Phillion, J. (2004) Bringing diversity into the teacher education classroom: Video conferencing as a tool for distant field experiences. Paper presented at the 2004 Society for Information Technology in Teacher Education annual conference, Atlanta, Georgia.

Phillion, J. (in press). Why is the notion of hospitality so radical? Hospitality in research, teaching and life. Response to Quinn, M. No Room in the Inn?  The Question of Hospitality in the Post (Partum)-Labors of Curriculum Studies in E. Malewski (Ed.). Curriculum studies—the next moment: Exploring post-reconceptualization. New York: Routledge.

Phillion, J., He, M. F. & Connelly, F. M. (2003). Narrative and experience in multicultural education. Curriculum Inquiry 33 (4), 34- & 342.

He, M. F. & Phillion, J. (2003). Personal, passionate, participatory inquiry. Journal of Critical Inquiry into Curriculum and Instruction 5 (11), 8-11.

He, M. F. & Phillion, J. (2002). Fluctuating landscapes, shifting thinking. Editorial Commentary Curriculum Inquiry, 32 (1), 1-5.

 Phillion, J. (1999). Reflections on Ming Fang He’s work. Journal of Critical Inquiry into Curriculum and Instruction, 1 (2), 29.

Connelly, F. M., Clandinin, D. J., & Phillion, J. (1999). The aesthetics of developing an aesthetic of inquiry. Journal of Critical Inquiry into Curriculum and Instruction, 1 (2), 3-4.

Connelly, F. M., He, M. F., Phillion, J., Chan, E. & Xu, S. (2004). Bay Street Community School: Where you belong.  Orbit, 34 (3), 37-40.

Phillion, J. & Lehman, J. (2004). Making connections at a distance:  Technology mediated field experiences for prospective teachers in Coleman , C. & Janz, K. (Eds). Sharing the experience: Success stories of integrating technology into teacher education. Indiana State University Monograph Series on P3T3 (technology) projects, p.17-25. 

Miller, P. C., Phillion, J. & Lehman, J. (2003). Distance technology in pre-service teacher education. Learning Technology, (5) 2. http://lttf.ieee.org/learn_tech/issues/april2003/index.html#4.

Chan, A., He, M. F., Fenton, V., Measures, E., & Phillion, J. (1998). Glossary of curriculum terms (31 pp.). UNICEF Girl Child Project. Toronto: Foundation for International Training with University of Toronto & Queens University.

Phillion, J. (1994). English curriculum guide for beginners (17 pp.) & Business curriculum guide for multilevel ESL classes (16 pp.). Toronto: Canadian International Student Services.

Kennedy, K., Phillion, J., & Hue, M. T. (Fall, 2007). Educational Provision for Ethnic Minority Students in Hong Kong: Meeting the Challenges of the Proposed Racial Discrimination Bill (23pp.). Submitted to Central Policy Unit, Hong Kong SAR Government.

Phillion, J. (Fall, 2004). Report to Purdue University International Programs for Study Abroad Grant (2pp.).

Phillion, J. & Malewski, E. (Fall, 2004). Report to Purdue University Graduate Programs for Graduate Recruitment Grant (2 pp).

Jackson, P., Phillion, J., & He, M. F. (Fall, 1998). Nomination of Professor Michael Connelly for American Educational Research Association, Division B Lifetime Achievement Award. Report submitted to AERA for successful nomination for outstanding scholarly achievement in the field of curriculum.  

Phillion, J. (Winter, 1998). Centre for teacher development response to pre-service redesign committee (7 pp.). Report submitted to pre-service teaching redesign committee from Centre for Teacher Development faculty and students. Toronto: University of Toronto, Faculty of Education.

Thiessen, D., Elijah, R., Phillion, J., & Sinclair, A. M. (Winter, 1998). Professional learning in the two-year pilot teacher education program: Investigating the partnership and comparing learning outcomes (140 pp.). Report submitted to Ministry of Education & Training, College of Teachers, Ontario Association of Deans of Education, and University of Toronto: University of Toronto, Faculty of Education.

Elijah, R., Phillion, J., & Sinclair, A. M. (Summer, 1996). Assessing the two-year pilot teacher education program (31 pp.). Report submitted to Ministry of Education & Training, and University of Toronto. Toronto: University of Toronto, Faculty of Education.

Connelly, F. M., Clandinin, D. J., Phillion, J., & He, M. F. (Spring, 1996). Final productivity report for SSHRC Study (13 pp.), Teachers’ Professional Knowledge Communities: A Narrative Study of Four Sites of Professional Growth (1993-1996). Report submitted to Research Grants Division, Social Sciences and Humanities Research Council of Canada.